Please visit the student homepage for their individual work:
Summative Assessment:
YeoulYeoul: Factory pollutants Otto Otto: Sanitation in Costa Rica Seung HyeonSeung Hyeon: Oil Spills AmeliaAmelia: Drinking water in Poland and America SatomiSatomi: Drinking water in Japan AlinaAlina: Acid Rain affects on water NatachaNatacha: Volcano Ash in water Hyoung MinHyoung Min: Littering Garbage and water damage JaquelineJaqueline: Garbage Dumps and ground water AndrewAndrew: Ocean Garbage that Floats RinRin: Ocean Garbage that Sinks and water inhabitants Sae RimSae Rim: Farm Pesticides and ground water DanielDaniel: Sink Hole Garbage Fill and ground water
UNIT 3
trans-disciplinary theme An inquiry into communities and the relationships within and between them
central idea Our planet has limited resources that we need to take care of
What lines of inquiry will define the scope of the inquiry into the central idea?
Where our fresh water comes from
What has happened to our water
Who is responsible to take care of our water supply
Water Experiments in Class:
1) two cups of water showing 97% salt water and 3% fresh water
2) Water use at home, what can we do to conserve
3) creating the water cycle: evaporation, condensation, precipitation, run off, and ground water using fresh water
4) adapting the water cycle with salt waterin the ocean, proving only fresh water evaporates 5) penny and water molecules drops, what happens to the water as it "balls up"
6) finding out what fish come up against swimming down the river
7) what floats in water and what doesn't discussing what the outside of something does for floating
8) the effect of an oil spill on birds' feathers
Summative Assessment:
For our final presentation, students will use a poster board to describe a water problem and if there is anything we can do about it. Students will not be reading information, but instead, will be telling us about all the images and documents they put into their presentation. Think of this as a "mini" Grade 5 Exhibition for presentation practice.
On the poster board:
1) Two photos representing the water problem
2) A map showing where this problem is taking place
3) A graph describing the amount or proportion of the problem
4) A chart showing us something about the water problem or
5) A diagram explaining what is taking place (#4 or #5, or both)
6) Two newspaper type articles telling us about what this problem has caused
7) Two personally typed explanations of the problem
8) Some kind of attempt to solve the problem (albeit student's own ideas, government intervention, community programs, or outside help)
SHARING OUR PLANET: Taking Care of Our Water
Please visit the student homepage for their individual work:
Summative Assessment:
Yeoul Yeoul: Factory pollutantsOtto Otto: Sanitation in Costa Rica
Seung Hyeon Seung Hyeon: Oil Spills
Amelia Amelia: Drinking water in Poland and America
Satomi Satomi: Drinking water in Japan
Alina Alina: Acid Rain affects on water
Natacha Natacha: Volcano Ash in water
Hyoung Min Hyoung Min: Littering Garbage and water damage
Jaqueline Jaqueline: Garbage Dumps and ground water
Andrew Andrew: Ocean Garbage that Floats
Rin Rin: Ocean Garbage that Sinks and water inhabitants
Sae Rim Sae Rim: Farm Pesticides and ground water
Daniel Daniel: Sink Hole Garbage Fill and ground water
UNIT 3
What lines of inquiry will define the scope of the inquiry into the central idea?
Water Experiments in Class:
1) two cups of water showing 97% salt water and 3% fresh water2) Water use at home, what can we do to conserve
3) creating the water cycle: evaporation, condensation, precipitation, run off, and ground water using fresh water
4) adapting the water cycle with salt water in the ocean, proving only fresh water evaporates
5) penny and water molecules drops, what happens to the water as it "balls up"
6) finding out what fish come up against swimming down the river
7) what floats in water and what doesn't discussing what the outside of something does for floating
8) the effect of an oil spill on birds' feathers
Summative Assessment:
For our final presentation, students will use a poster board to describe a water problem and if there is anything we can do about it. Students will not be reading information, but instead, will be telling us about all the images and documents they put into their presentation. Think of this as a "mini" Grade 5 Exhibition for presentation practice.On the poster board:
1) Two photos representing the water problem
2) A map showing where this problem is taking place
3) A graph describing the amount or proportion of the problem
4) A chart showing us something about the water problem or
5) A diagram explaining what is taking place (#4 or #5, or both)
6) Two newspaper type articles telling us about what this problem has caused
7) Two personally typed explanations of the problem
8) Some kind of attempt to solve the problem (albeit student's own ideas, government intervention, community programs, or outside help)
Websites to research:
WHAT KINDS OF TROUBLE DO WE MAKE IN OUR WATER?
http://www.derm.qld.gov.au/environmental_management/water/caring_for_our_water/index.html#water_pollution_sources
WAYS WE CAN HELP
http://phoenix.gov/WATER/wtrcare.html
POPULATION DISTRIBUTION: Why are more people near the water sources?
http://www.census.gov/geo/www/mapGallery/images/2k_night.jpg
NASHUA RIVER WATERSHED: A River Ran Wild by Lynne Cherry http://www.nashuariverwatershed.org/
http://wateruseitwisely.com/kids/index.php kids games for water conservation
http://www.kiddyhouse.com/Themes/Environ/Water.html Water games
http://www.epa.gov/region07/kids/drnk_b.htm Drinking water
http://video.about.com/chemistry/Erupting-Volcano.htm
http://news.yahoo.com/photos/polluted-playgrounds-1322361547-slideshow/polluted-playgrounds-photo-1322361145.html#crsl=%252Fphotos%252Fpolluted-playgrounds-1322361547-slideshow%252Fpolluted-playgrounds-photo-1322360957.htmlWorlds Worst Polluted Swimming Holes